Early Years Foundation Stage
Gilmour EYFS follows the Early Years Statutory Framework for the Early Years Foundation Stage.
This Framework specifies the requirements for learning and development in the Early Years and it is organised into seven Areas of Learning and Development:
· Personal, Social and Emotional Development
· Physical Development
· Communication and Language development
· Understanding the World
· Expressive Arts and Design
Through a well organised, stimulating environment, the children will organise their own play and will demonstrate positive characteristics of effective learning – playing and exploring (engagement), active learning (motivation) and creating and thinking critically (thinking).
We plan a broad and balanced curriculum that values children’s prior learning and cultural backgrounds. We plan child initiated topics that incorporate our schools core values of Resilience, Enjoyment, Well-being, Ambition and being Unique.
Our carefully planned lessons aim to capture the children’s attention and imagination and create a sense of awe and wonder. We listen to children’s ideas, assess what they already know about a topic/subject and question what they would like to learn. Topics and learning opportunities are selected according to the children’s own interests. They build on children’s prior learning, skills and knowledge. Communication and Language, Physical Development and Personal, Social and Emotional Development are at the heart of all learning. Topics are planned to ensure appropriate depth and challenge.
The timetable is organised effectively to ensure a balance of teacher directed and child initiated activities. Learning through play is vital. We use the environment to ensure the children’s needs are met through continuous provision and enhanced provision, and by following their interests.
Continuous provision challenges the children to push boundaries, take risks and create their own learning paths.
New learning begins with an exciting provocation! Staff introduce provocations and teach key learning through whole class, small group, teacher directed activities and by joining the children in continuous provision to observe children’s play, interact, model and play with children, moving their learning forward at that point. ‘Look What We Can Do’ journals, record a ‘snapshot’ of children’s independent learning to celebrate children’s progress and inform next steps for learning. Continuous formative assessment helps staff to identify children who require further challenges or additional support to achieve the key learning.
Our youngest learners in Nursery enjoy daily Maths activities and a Phonics input. In Reception, each day children access a short daily Maths input and a Read Write Inc. lesson. In Reception children are organised into Phonic groups, according to where they are on their learning journey. These groups are fluid and flexible according to children’s progress and needs. Children’s progress is tracked each half term and this informs planning for next steps. We appreciate how children learn and develop differently and we plan bespoke interventions to provide opportunities for children to revisit previous learning, reinforce class teaching and to support children in achieving a Good Level of Development.
At Gilmour Infant School we use both formative and summative assessments to inform medium term and weekly planning for our younger children. We start with a baseline assessment at the beginning of the school year. Assessment information is also used at half termly Pupil Progress meetings to inform next steps. Target children are identified and intervention planned and implemented. Assessment data is submitted termly using Insight and achievement and progress of groups of learners is analysed. Lesson observations, book scrutinies, learning walks and pupil/parent/staff voice are all used to monitor and evaluate the teaching and learning in EYFS.
Published data shows that the number of children working at or above the expected level in all 17 areas of learning at Gilmour Infant School is above National and significantly above local averages. Children working above the expected level are above the National average. EYFS data shows the Good Level of Development (GLD) has had an upward trend for the third year in succession and continues to be above National and Local averages.